Journal of Education in Black Sea Region

Towards the Use of Artificial Intelligence (ChatGPT) in Higher Education: Students’ Perspective

Mariam Nebieridze, Nino Jojua — Mon, 01 Jul 2024 00:00:00 +0400

The paper deals with the issue of AI, in particular ChatGPT used for various purposes during the academic process, in higher education from the standpoint of students’ perception of the phenomenon in question. Nowadays, we live in the era of internet technologies which interfere with all aspects of human life; education is no exception. Today the use of technology is greatly supported to improve and support innovative teaching and learning, and it is undeniable that AI is bringing changes to the teaching and learning process. However, the question is whether those technological advances, in particular, ChatGPT will bring positive changes and enhance students’ learning skills. Besides, when discussing the intensive use of technologies in different spheres of human life, usually, ethical issues usually come into the spotlight. Therefore, the paper aimed to identify the frequency and intensity of addressing ChatGPT for different purposes by the undergraduate students at Ivane Javakhishvili Tbilisi State University, their perception of the tool in terms of academic honesty and integrity, and the university’s role in raising awareness about the possible implications of breaching academic ethics through the survey questionnaire circulated among the target audiences. The obtained results demonstrated students’ considerable reliance on AI (Chat GPT) -assisted learning in Higher Education despite admitting its potential for Academic Dishonesty. The study also revealed the practical necessity for more informed discussion and refocus on the concepts of Academic Ethics among the stakeholders of the University to regulate the use of ChatGPT-generated content in education.

A Competitive Analysis of International Students Attraction Practices in Georgia and World Leading Students’ Destination Countries (Benchmark of the Best Cases)

Goderdzi Buchashvili, Ekaterine Kvantaliani — Mon, 01 Jul 2024 00:00:00 +0400

Student worldwide mobility has increasingly become an important indicator for the degree of internationalization and reputation of higher education institutions. The universities focus on the attraction of international students as a potential source of financial income and prestige of their educational provisions. Massive global competition between countries regarding attraction of oversea students have been fluctuating during decades. Nowadays the US, UK, Canada, Germany (the top recruiter countries) have been caught up and even overtaken by China, India, Malaysia. The central question of discussion is how the sender countries (China, Turkey) managed to become receivers of international students and what are the main issues small countries, like Georgia, can benchmark from them. Moreover, the US and UK have accumulated the best experiences that might be shared with the rest of the world. As international student mobility has become intensive and economically beneficial for the Georgian higher education institutions the main goal of the study is to examine all those trends and marketing strategies that are popular and rational for the Georgian context. The core aim of the research is to identify gaps in local context and offer further development opportunities for the Georgian universities in terms of increasing international students’ recruitment in Georgia and transforming the small country into the ‘regional educational hub’.

The Satisfaction of the Students on Home-Based Distance Learning in the Philippines

Jayrome L. Nunez, Jahfet N. Nabayra, Jomar M. Urbano — Mon, 01 Jul 2024 00:00:00 +0400

Distance education has quickly been integrated into the education system anywhere, and the pandemic has intensified the need for it. The Philippines is just one of the countries that grappled with the effects of the unseen enemy; therefore, leaning mainly to home-based learning just cope to the need for learning and continuity. This study aimed to elicit the satisfaction level of Filipino college students both enrolled in private and public higher education in the country. To proceed with the study, the researchers adapted an 18-item questionnaire to find out the satisfaction level of the students in the home-based learning modality implemented in the entire country during the school year 2022 – 2023. Using the satisfaction scale adapted from Nabayra and Tambong (2023), results showed that Filipino students had an overall slight satisfaction with the implemented home-based learning modality. Moreover, the demographics, namely gender, year level, type of institution, and type of home-based learning modality, are not directly associated with students' level of satisfaction, which can only contribute less than 1% of the variance to their satisfaction.

Personal Growth and Well-Being Among University Students: A Comprehensive Analysis

Zheyu Song — Mon, 01 Jul 2024 00:00:00 +0400

This comprehensive analysis examines the current research on personal growth and well-being among university students with a comparative approach. The review explores the key dimensions of personal growth, including the tendency to make long-term goals and possessing effective resource allocation skills. It also investigates the influential factors that shape personal growth, such as social support, academic engagement, and coping strategies, which can help students adapt to university learning environments. The relationship between personal growth and overall student well-being is critically analyzed. This comprehensive analysis also provides valuable insights into the contextual and institutional factors that may impact personal growth and well- being in higher education settings. The review concludes by discussing evidence-based interventions and strategies that can be implemented to foster holistic student development and support successful transitions to adulthood. Moreover, it explores the reciprocal nature of the relationship between personal growth and well-being, unveiling the dynamic interplay between these two constructs. By synthesizing existing literature and incorporating empirical evidence, this article provides valuable insi ghts into the vital connection between personal growth and well-being, offering a nuanced understanding of this crucial association for researchers, educators, and practitioners in the field of higher education.

Implementation of Skills-Based Vocational Education Programmes for Youths Empowerment and Community Development in Ogun State, Nigeria

Olufunmilayo T. IYUNADE — Mon, 01 Jul 2024 00:00:00 +0400

Due to some institutional, structural, personnel, and environmental variables of performance limitations, the expectations of vocational education programmes seem to have been compromised. This paper therefore presents an investigation on the implementation of vocational education programmes for community empowerment in Ogun State, Nigeria. Descriptive survey research was adopted for the study. From a total population of 384,740 technical education students, a sample of 380 students and 60 instructors were selected using a random sampling technique. A 5-point Likert structured questionnaire titled: “Vocational Education and Community Empowerment Scale (VECES)”, r=0.86 was used for data collection. Mean and standard deviation scores were used to answer the research questions, while a t-test was used to test the hypotheses at a 0.05 level of significance. Results showed that inadequate training facilities and an acute shortage of qualified instructors challenged vocational education programmes for community empowerment. Respondents did not significantly differ in their opinions on the contents, challenges and strategies to enhance the effective implementation of vocational education programmes. It was concluded that youths in the communities were yet to be empowered because of the performance limitations associated with implementing vocational education programmes as expected in the state’s policy document. Based on these findings, it was recommended among others that government and private sectors should provide qualified instructors, equipment and facilities in technical and vocational institutions for the acquisition of skills.

Students’ Readiness for the Adoption of Artificial Intelligence for Support Services: Qualitative Evidence from Al-Hikmah University, Nigeria

Yusuf Suleiman — Mon, 01 Jul 2024 00:00:00 +0400

This study investigates students' perceived readiness for the adoption of artificial intelligence (AI) support services in Nigerian universities, focusing on Al-Hikmah University as a case study. The data were collected from 45 students who were selected via stratified, purposive and convenience sampling techniques. Thematic analysis was employed to analyze the interview transcripts. Factors influencing students' readiness include perceived usefulness, ease of use, and concerns about privacy and job security. The findings suggest that students at Al-Hikmah University are generally positive and open-minded about the potential of AI to enhance their learning experiences and support services. The study identified several benefits of AI-based support services, including personalized learning experiences, access to information and resources at any time, and the potential to improve efficiency in administrative processes. While students are generally receptive to AI, the study also highlighted some concerns and challenges. These include privacy concerns related to data collection and usage, and the need for adequate training to effectively use AI tools. In conclusion, the study on students' perceived readiness for the adoption of artificial intelligence (AI)-based support services in Nigerian universities, focusing on Al-Hikmah University, provides valuable qualitative evidence on the attitudes and perspectives of students toward AI technology in the context of higher education.

From Classroom to Career: Quantifying the Role of Lifelong Learning in Job Market Success for Georgian University Graduates

Elif Betul Erguvan — Mon, 01 Jul 2024 00:00:00 +0400

This article explores the role of lifelong learning in enhancing Georgian university graduates' employability and career development. By integrating a comprehensive literature review with quantitative data analysis, the study identifies the gaps between current educational practices and the evolving demands of the global job market. It emphasi ses the need for higher education institutions to adopt curricula that foster practical skills, digital literacy, and continuous professional growth. The research findings suggest that aligning academic programs with real-world requirements, through inquiry-based learning and innovative teaching methodologies, significantly improves graduates' job market success and career progression. This study not only contributes to the academic discourse on lifelong learning but also provides actionable insights for educational policymakers and institutions aiming to bridge the theory-practice gap and prepare students for a dynamic and uncertain future.

The Role of Teachers in Harnessing Mobile-Assisted Game Applications for Assessing EFL Students’ English Language Skills (A Case of Higher Education Institutions in Georgia)

Mari Makharashvili — Mon, 01 Jul 2024 00:00:00 +0400

The introduction of mobile-assisted game applications in education offers significant opportunities, especially in language learning, to enhance learning and teaching. Despite considerable attention from educators globally, there remains a lack of empirical evidence regarding the adoption and utilization of mobile-assisted game applications for assessing EFL students’ English language skills. This study aims to fill this gap by conducting an online quantitative survey among 55 EFL teachers in Georgia. The primary objective is to investigate teachers' roles in leveraging mobile-assisted game applications for assessing students’ English language skills. Findings indicate that teachers recognize the importance of using these applications to provide immediate feedback, enhance motivation, increase engagement, and reduce student anxiety during assessments. For effective implementation, the study emphasizes the need for teacher support through workshops and skill development.

Influence of ICT Resources Utilization on Social Information Sharing among Undergraduates in Federal University Oye Ekiti, Nigeria

Adetayo Adekunle Adebanjo, Jacob Kehinde Opele, Toyin Segun Onayinka — Mon, 01 Jul 2024 00:00:00 +0400

The study examined the influence of ICT resource utilization on social information sharing among undergraduates at Federal University Oye Ekiti, Nigeria. It employed the descriptive survey design. The population comprises all undergraduates in the faculty of education at Federal University Oye Ekiti. A total of 200 students volunteered to participate in this study using a simple random sampling technique. The main instrument for data collection was a semi-structured question which was validated with a Cronbach’s alpha score of 0.7 and above. Data collected from respondents was analyzed using descriptive statistics, frequency, table, mean, and standard deviation. The formulated hypothesis was analyzed with Spearman rank regression analysis. Results indicated a generally high extent of social information-sharing practices among undergraduates in the selected university with an average mean score of 3.4 on a scale of 4 points. Findings further indicated that computers (mean=3.0, RII=0.9) and Google Meet (mean=3.0, RII=0.9) were the most commonly used among the ICT resources used by undergraduates. Others include smartphones (mean = 2.9, RII = 0.9), Google (mean = 2.6, RII = 0.8), software programs (mean = 2.6, RII= 0.8), emails (mean = 2.6, RII= 0.8), projectors (mean = 2.2, RII= 0.7), interactive online teaching platforms (mean = 2.2, RII= 0.7) and Slack (mean = 2.1, RII= 0.7). the study revealed a statistically significant influence of ICT resource utilization and social information-sharing practices among undergraduates in the selected university (F=48.817, p<0.05). The study concluded that the use of ICT resources should be encouraged by the university authority to move the institution to the next level through massive investment in digital educational transformation which has the potential to boost the ranking of the university among its contemporaries across the globe.

Home Environment and Academic Achievement of Senior Secondary School Students in English Language in Ogun-East Senatorial District, Nigeria

Kehinde Pedro AMORE, Adedoyin Rachel AMORE, Idris Dolapo ADESINA — Mon, 01 Jul 2024 00:00:00 +0400

This study examined the relationship between the home environments and academic achievement of senior secondary school students in English Language in Ogun-East Senatorial District, Ogun State, Nigeria. Six null hypotheses were tested in the study. The study adopted the descriptive research design of the ex-post-facto type. A sample of 850 Senior Secondary School two students in twenty public secondary schools were randomly selected using a multi-stage sampling procedure. Two research instruments were used for data collection. Findings showed the significant relative contribution of home environments of family income (β = 0.344; t = 10.889; p < 0.05) and parental educational background (β = 0.290; t = 9.244; p < 0.05) to academic achievement of senior secondary school students in the English Language in Ogun-East Senatorial District. The study concludes that family income and parental educational background positively relate to the academic achievement of Senior Secondary School students in the English Language. The study recommends among others that other avenues of income generation could be sought by parents to cushion the effect of the economy on their family while parents should give more attention to their children’s academic work since the role of the parents in their children’s academic achievement can never be underemphasised.